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Artifact # 4
Context: This is an example of a mini-lesson developed in RE5130, Teaching the Language Arts, taught by Dr. Linda Kucan. Mini-lessons are very effective when teaching an isolated writing skill such as using descriptive adjectives or transitions. These lessons use models of real literature and include illustrative 'models' that the students can relate to and then be given an immediate opportunity to apply what they have learned. This particular mini-lesson focuses on Topic Sentences and Closing sentences. Students often have difficulty knowing where to begin a piece of writing and how to 'wrap' it up. I have used this lesson very effectively with fourth, fifth and eighth graders. When beginning a piece on the construction of the "Chunnel" (tunnel that links England and France), a student composed the following topic sentence: "Why would a tunnel on the floor of the ocean not collapse while it was being built?" (question strategy) When writing about the tsunami another student wrote "A tsunami is a deadly force of nature!" (dramatic statement strategy). With a concrete model and practice, students have several strategies to fall back on and this builds their skill as an author who is not intimidated by the craft of writing.
Alignment: B. Knowledge of
Learners: The candidate incorporates knowledge of the nature of the learner,
learning processes, variations in learning abilities and learning styles, and
strategies for evaluating learning into the planning, delivery, and evaluation
of instruction. Mini-lessons are designed to give a student a
clear model that is responsive to and geared to meet individual learning
differences. Built into the lesson is an opportunity for immediate
application of a newly learned skill. With a creative and motivating
format, students are not only successful, but derive enjoyment from the
process.
Alignment. D. Content Knowledge: The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education. A mini-lesson distills or transforms a concept or skill into a clear model that 'invites' a response. It is designed to meet students at their own level either to extend an existing skill base or connect to a 'whole' such as Written Expression.